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外派主管的管理職能之研究-以我國企業外派大陸地區為例顏瑞瑩, Yen,Jui-Ying Unknown Date (has links)
本研究的目的針對國內蔚為盛行的產業外移風潮,而大陸地區正在彼岸用無限的商機和減少勞動成本的誘因招手著,如何有效的創造最大的利潤和競爭力正是對大陸投資的臺商共同關切的問題,而企業最大的資產來自於優秀的人才,唯有適才適所才能創造雙贏,因此本研究希望藉由建構客觀的指標性工具--外派管理職能評鑑量表,用以輔助企業有效地找出適切的外派大陸地區之主管。
本研究先透過文獻回顧與整理、標竿主管深度訪談,建構初步的外派大陸地區管理職能量表146題。再透過內容效度、重要性分析後確認了103題當作正式實證測試的正式問卷。本研究共寄出427份問卷,回收有效問卷為221份,有效問卷回收率為51.8﹪。
問卷回收後,進行因素分析篩選出七個外派管理職能的衡量性構面共計有31題。七個構面的內部一致性α值介於0.74 ~ 0.82之間,具備高度的內部一致性。研究結果的七個構面分述於下:
一、處理跨文化事務問題的能力職能群組
主要職能包括具備預防問題發生的能力;具備迅速發現問題的能力;具備對事務、問題的理解、分析、解決的能力;具有面對危機處理,快、狠、準的應變力和行動力;具有替代方案的規劃準備;以及具備跨文化勞資、團隊爭議的謹慎談判和處理能力等等。
二、海外生活的適應性職能群組
主要職能包括具備對挫折的堅忍力;具備容忍不明確的能力特質;能夠自我情緒智商的控制、發展與管理;具備對文化韌性、跨文化的適應力(生活、環境、工作上的適應力);以及壓力管理、本身抗壓性良好等特質。
三、自我導向職能群組
主要職能包括具備謙虛,對自我要求持續地改善任何缺失之處,不斷地自我超越之特質;定期做喜愛的活動,幫助紓緩新的實體及文化環境所帶來壓力;在異國中能尋找可替代原有嗜好或活動;能夠有充份的自信心和自我的認同;有自我充實、成長與不斷學習新知,以求創新之特性等等。
四、面臨當地各方面環境之決策能力職能群組
主要職能包括具備獨立決策的能力;具備適時企劃、計劃能力;具備多面向和清晰的邏輯、系統化思考力;具備正確、迅速對事務的判斷力;以及具有對數字的敏銳度,以應變政治、經濟環境對市場影響等等。
五、跨文化團隊建立發展能力職能群組
主要職能包括具備跨文化團隊合作的能力;具有創造跨文化團隊的向心力、凝聚力、工作價值;以及具備促進跨文化工作團隊的順利建立、發展與運作的能力等等。
六、透視或體會社會結構同質性職能群組
主要職能包括具備在外派任務中能傳承公司文化和習性並且運用;具有在外派任務中能導入公司的價值觀之認知;具有本地、外地員工間的文化融合的人文特質;及具備尊重當地文化、不本位主義的態度。
七、跨國任務的執行力職能群組
主要職能包括對工作高度的責任感;面面俱到執行任務之實現能力;及具備執行工作的的熱誠、熱情、活力等等。
最後透過迴歸分析的檢驗,驗證出本評鑑量表對外派大陸地區主管人員的工作績效具有顯著性的影響,當中以自我導向職能群組、海外生活的適應性職能群組、透視或體會社會結構同質性職能群組、跨國任務的執行力職能群組的影響最顯著。 / The purpose of this study is to research on the current of Taiwan industry relocation, and the Mainland China is waving with the limitless business opportunity and inducement of the labor cost of the reduction on the other shore, how the effective creation largest profit and competitiveness are exactly common issues deeply concerned of Taiwan corporations of investing in the Mainland China, and enterprise's largest assets come from outstanding talented human resources. The win-win situation could only be created rightly by proper arrangement. Therefore, this research hopes by building and constructing the objective index tool –Expatriate managerial competencies assessment scale, is used to find out the appropriate executive who sends the continent area to oversea operation effectively in auxiliary enterprises.
This research is reviewed and put in order through documents first, the model is in charge of depth interview, build and construct preliminary 146 questions of form of the China regional managerial competencies and have confirmed after and then analyzing through content validity . Among them, 103 questions are regarded as the formal questions by the level of importance that formats final questionnaire. Sending 427 questionnaires altogether in this research, there is 221 retrieved the effective questionnaire; the effective rate of recovery of questionnaire is 51.8.
After the questionnaire is retrieved, I carry on the factor analysis that has 31 questions to construct the surface altogether to screen seven domains .While Cronbach α between 0.74 to 0.82 in internal consistency, a value of seven domains of managerial competencies, possess the internal consistency of the height. Seven domains of the result of study are divided and stated as follow:
First, ability of dealing with the cross-cultural affairs competencies:Possess and preventing the ability that the question happens; Possess the ability to pinpoint the problems rapidly; Possess the understanding, analysis, ability to solve to the affairs, problem; Deal with the crisis, fast, ruthless, accurate adaptability to changes and action strength; There is planning which substitutes the scheme that is prepared; And the prudent negotiation with cross-cultural labor and capital, group's dispute and so on.
Second, adjustment of overseas life competencies:Possess the steadfast and persevering strength to the setback. Possess and tolerate the indeterminate ability and specialty. Can self- mood control, develop of IQ manage; Possess it to cultural-toughness, cross-cultural adjustment (life, environment, adaptive capacity at work); Specialties, such as and pressure management, resisting the pressing well by itself and so on.
Third, self-oriented competencies:Possess modestly, to requiring oneself that improves the place of any disappearance continuously, specialty that is surmounting oneself constantly; Do the activity that likes regularly, help to release the pressure which cause by new entity and cultural environment; Ability to find the substitute to take place the original hobby or activity; There can be self-confidence of filling one and self- approval; Oneself substantiates, grows up and studies new knowledge, so that characteristic of innovation ,etc. constantly.
Fourth, ability of decision making when facing local environments of various fields competencies:The ability with independent decision making; Possess the enterprise planning in real time, plan ability; Possess and face more with clear logic, systematic thinking; Possess the correct judgment ability to the affairs rapidly; And have it to acumen degree of the figure, the political, economic environment influences etc. the market in order to meet an emergency.
Fifth, ability of the cross-cultural team builder and development cluster competencies:The ability with cross-cultural team unity; have centripetal force, cohesiveness, work values of creating the cross-cultural team; And possess and promote smooth setting-up, development and ability of operation which step the cross-cultural work team and so on.
Sixth, the similarity of structure of societies competencies:Possess and can pass on company's culture and habits and acquired characteristics and use in sending the task to some other department; Have cognition that can be channeled into the values of the company in sending the task to some other department; Have humane specialty that culture among here, none-local staff merges; Respect local culture, attitude of selfish depart mentalism to possess.
Seventh, execution of the transnational task competencies:The sense of duty to the working height; Realization ability to attend to each and every aspect of a matter and execute the task; and the cordiality, enthusiasm, vigor of the one that possess execution assignments and so on.
Finally, through regression analysis, it proves that there is a great
connection between the assessment scale and the performance mana-
gement personnel who is sent to Mainland China. The competencies that with higher influences are self-directed competencies, adjustment of overseas life competencies, the similarity of structure of societies com- petencies, execution of the transnational task competencies.
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Capacita??o gerencial para a UFRRJ: uma proposta baseada na aprendizagem dos gestores no escopo de uma gest?o de pessoas por compet?ncias / Managerial development for UFRRJ: Building a Proposal based on managers learning to support a Professional Competencies Management SystemSALLES, Michelle de Andrade Souza Diniz 01 July 2013 (has links)
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Previous issue date: 2013-07-01 / This is an exploratory qualitative research accomplished at a Higher Education Federal Institution (HEFI), situated in Rio de Janeiro State. It aimed at developing a proposal for public managers? capacity building departing from their managerial learning capacity in order to develop their managerial competency to support a Professional Competencies Management System. Therefore, this research answered: How to develop managerial capacity dedicated to the HEFI real context considering managers emergent learning process at work? Five intermediate goals were also attained: (a) Characterizing the management learning activity in public service; (b) Elucidating the managers? perception about the required competencies for practicing their managerial role; (c) Identifying managerial competencies developed by managers in the exercise of managerial activity; (d) Identifying individual and collective learning processes embedded in managers work, (e) Setting up the managerial development activities. Empirical data collected among 19 managers of the HEFI, through semi-structured individual interviews, were qualitatively analyzed by means of hermeneutic interpretive inductive approach. Empirical results indicates that the managers learning process and managerial competency development occurred through: (a) Self-learning, (b) vicarious learning, c) self-experience, and by solving problems in a trial and error mode (d) Social and collective interactions (e) Formal education (f) Working practice deconstruction; g) Managers? life activities off work. To trigger the development of managerial competencies including the emerging managers learning processes at this HEFI, an institutionalized managerial development project is needed grounded in andragogy pedagogy, this is, specific for adult learning process based on public managers awareness enhancement about the importance of the various ways of learning in the working practice. For instance, encouraging vicarious learning through the presentation of other institutions cases and the collective identification of the required managerial competencies. The managerial development project structure should take into account the need to meet individual managers? development requirement as well as the constraints imposed by the collective election process for being a public manager at this HEFI. Developing managerial competencies should have as structure: a) Evaluation b) learning c) Analysis d) Practice e) Application. Managerial competencies development should follow a continuous learning at work approach, taking into account profile differences concerning the academic and technical managerial positions. / Trata-se de uma pesquisa explorat?ria de natureza qualitativa realizada em uma institui??o federal de ensino superior (IFES), situada no Estado do Rio de Janeiro. O objetivo do estudo foi subsidiar uma capacita??o de gestores p?blicos com vistas a desenvolver compet?ncias gerenciais no escopo da Gest?o de Pessoas por Compet?ncias. Para tanto partiu-se da quest?o como capacitar gestores da UFRRJ nas compet?ncias gerenciais tendo como base a aprendizagem dos gestores no escopo de uma Gest?o de Pessoas por Compet?ncias? e cinco objetivos intermedi?rios foram alcan?ados: (a) Caracterizar a aprendizagem gerencial no servi?o p?blico; (b) Levantar as compet?ncias requeridas dos gestores segundo a percep??o dos mesmos para o exerc?cio da fun??o gerencial; (c) Identificar as compet?ncias gerenciais desenvolvidas pelos gestores no exerc?cio da atividade gerencial; (d) Identificar processos de aprendizagem individual e coletiva presentes no trabalho dos gestores; (e) Propor atividades de capacita??o gerencial para desenvolvimento de compet?ncias gerenciais pertinentes aos gestores da IFES examinada. A coleta de dados emp?ricos foi feita junto a 19 gestores, por meio de entrevistas semiestruturadas conduzidas pessoalmente com cada entrevistado. A an?lise qualitativa dos dados se realizou por meio de abordagem indutiva com interpreta??o hermen?utica. Os resultados emp?ricos indicam que o processo de aprendizagem gerencial ocorre por meio de: a) Auto-aprendizagem; b) Aprendizagem vic?ria; c) Experi?ncia pr?pria, resolvendo problemas e por tentativa e erro; d) Intera??es sociais e coletivas; e) Educa??o formal; f) Desconstru??o de pr?ticas de trabalho; g) Atividades na vida dos gestores fora do trabalho. As compet?ncias foram desenvolvidas por meio destes processos de aprendizagem. Para ativar o desenvolvimento de compet?ncias gerenciais por meio de aprendizagem na IFES recomenda-se a institucionaliza??o de um Programa de capacita??o gerencial, com base na andragogia, ou seja especifica para aprendizagem de adultos, pautada em um processo de sensibiliza??o dos quadros gestores, a ser feita propiciando uma aprendizagem vic?ria por meio da apresenta??o de exemplos de outras institui??es e pela identifica??o coletiva das necessidades dos pr?prios gestores da IFES. A estrutura da capacita??o dever? levar em considera??o a necessidade de atender as demandas de desenvolvimento gerencial assim como as restri??es impostas pelo processo de elei??o colegiada de gestores vigente. Recomenda-se uma capacita??o assim estruturada: a) Avalia??o; b) Aprendizagem; c) An?lise; d) Pr?tica; e) Aplica??o. S?o sugeridas capacita??es gerenciais seguindo a abordagem da capacita??o continuada por n?veis, considerando as diferen?as dos respectivos perfis dos cargos t?cnicos e docentes.
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